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dc.contributor.authorUrke, Helga Bjørnøy
dc.contributor.authorKristensen, Sara Madeleine
dc.contributor.authorBøe, Tormod
dc.contributor.authorGaspar de Matos, Margarida
dc.contributor.authorWiium, Nora
dc.contributor.authorÅrdal, Elisabeth
dc.contributor.authorLarsen, Torill Marie Bogsnes
dc.description.abstractWe investigated the between- and within-person longitudinal relationship between perceptions of a caring school climate and mental well-being, and the role of socioeconomic position (SEP) for these constructs among high school students in Norway (N = 1508; 60.7% girls). Using a random intercept cross-lagged panel model, we found positive concurrent associations between perceptions of a caring school climate and mental well-being at both between and within levels, and positive cross-lagged effects at the within-person level from mental well-being to later perceptions of a caring school climate across all time points. SEP was positively associated with mental well-being at time one, and at all time points with perceptions of a caring school climate. The findings suggest that mental well-being is a significant contributor to how Norwegian adolescents subsequently perceive their school context, and underscore the importance of school staff being particularly attentive toward students who struggle with mental health, as well as those with lower SEP.en_US
dc.publisherTaylor & Francisen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titlePerceptions of a caring school climate and mental well-being: a one-way street? Results from a random intercept cross-lagged panel modelen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.source.journalApplied Developmental Scienceen_US
dc.relation.projectNorges forskningsråd: 302225en_US
dc.relation.projectKunnskapsdepartementet: 20161789en_US
dc.identifier.citationApplied Developmental Science. 2023en_US

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